The necessary elements for the construction of an Ethno-educational didactic unit based on CLIL for the 10th graders’ cultural identity development from E. I Moderna 2020

Abstract

The purpose of this project is to inquire about the role of cultural identity in the academic context and those elements that are needed for the development of this competence in the English subject by analyzing the perceptions, thoughts, and knowledge of tenth-grade students from I.E Moderna in Tuluá, Valle del Cauca, Colombia. The theoretical framework includes scientific theory and ancestral knowledge as essential pillars for the incorporation of ethnic elements in the English area and the laws and decrees that support ethno-education in the Colombian educational system. Furthermore, a methodology through complementary was used to address the different stages of the research project since it allows the interaction and integration of different research methods and approaches like focus groups, interviews, workshops, life stories, iconographic analysis, and decision matrix by using elements of qualitative research, grounded theory, ethnography, virtual ethnography among others; to detect the cosmovision of each student and teacher involved, thus, identify the problem causes. The study was made up of a group of tenth-grade students in the state of adolescence between 14 and 16 years old, prioritizing the participation of afro-descendant students. It could be concluded that the implementation of ethno-education in the English area through its inclusion in the PEI, Lesson plans, Area plan, Transversal projects among other activities; could greatly contribute to the improvement of cultural identity as competence in the academic context, because it suggests understanding the other from the otherness and respect for the origin, at the same time that a better balance of the globalized cultures that are seen in the English area is generated, opening a new path of strategies for learning English as a foreign language.